DyeAnotherWay aims at providing Doctoral Candidates with the skills necessary to lead the textile and food industries into a greener future by developing new sustainable dyeing methods exploiting bacterial genetic resources in an innovation-oriented way using cutting edge technology. The co-operation between the professional textile industry, commercial suppliers of analytical and biotechnological services, and scientists from nine Universities from ten countries addresses urgent needs in the non-academic sector and scientific hotspots in microbiology, bioeconomy and the textile and food industry simultaneously. Bacteria-based pigments, are the common research platform in combination with a broad spectrum of disciplines ranging from microbiology, chemistry, biotechnology, biochemistry, molecular biology, and bioinformatics to textile processing and market research. This will, in the near future, make a range of fully characterised biogenic dyes commercially available to the industry for use in dyeing both conventional and new textiles, allowing the industry to wean itself off petrochemical dyes in an economically viable way. The dyes will potentially find application beyond the textile and food industry, thus allowing many fields to benefit from their low carbon footprint production and their compatibility with human and environmental health. The 12 Doctoral Candidates will obtain multi- sectoral training in the relevant disciplines. In addition, training in research management, communication/presentation, creativity and entrepreneurship will provide key transferable skills for public and private sector employment, thereby maximizing the impact on the research and training on the fellows’ careers. The diversity of dissemination and communication activities guarantees the DCs' exposure to stakeholders in every sector and will help shape the future of education in this field.

•Context/background of the project;When this project was initiated it was considered a problem that many students had the formal prerequisites to register for a master's programme, but still lacked skills or competences that are important to be successful in the master´s courses. As a result, many students did not get their degree within the allocated time and several dropped out without a degree. Of all students that enter a master´s programme in Europe about two thirds will get their degree. For a university there are many ways to evaluate and improve their results, as measured by government and society. OECD's annual Education at a Glance looks at who participates in education, how much money is spent on education in different countries and results. For educational institutions the four statistical indicators below may be used to evaluate how well their programmes meet the demands of society and students. Enrolment; i.e. to recruit the most suited prospective students. Completion rate; make students successfully complete their studies with a degree. Time-to-degree; make students complete their studies within a specified time period.Retention; encourage the less successful students to re-enrol in a study programme and get a degree rather than drop out.These four points are strongly connected and together they indicate to what extent students are suited and/or prepared for studies they enrol in.The access modules developed in this project give interested students much of the information needed to avoid the frustration and possible cost of a failed attempt to earn a degree, and provide suitable material for those who want to prepare for their selected programme.•Objectives;The primary objective of this strategic partnership was to design an online platform to house free (on- and off-line) access modules to four master's programmes in Europe. The modules are intended to help universities attract suitable students and prepare them by evaluating and improving knowledge and skills that are pertinent in order to successfully study on the master's programmes in question.Each access module provides potential students with a visualization of their skills and knowledge as compared to those identified by lecturers as desirable for the master's programme. If there are any weak spots identified the student are presented with a series of learning interventions designed to develop the required abilities. Users are also presented with an option to enjoy all learning resources. The study material developed in this project had to be licensed as Open Educational Resources (OER) i.e. free to redistribute and use for public education in accordance with the Paris Declaration.•Number and profile of participating organisations;There were four partners in the project; three universities; University of Borås (UB), University of the Highlands and Islands (UHI), University of Alcalá (UAH) and a soft-ware developer; Digital Connextions Ltd, (DC). •Description of undertaken main activities;AToM: The Access to Masters platform, a HTML5 System developed by Digital Connextions is accessible to prospective students online. The access modules below can be used online or downloaded and run offline. Instructional video on how to use the platform, as well as information about the project for students and teachers, was developed and published by UHI.Access module for a Masters´ programme in Textile Engineering, (UB).Access module for a Masters´ programme in Education, (UHI). Access module for a Masters´ programme in Leadership and Management, (UHI).Access module for a Masters´ programme in Telecommunication Engineering, (UAH).A multiplier event at each partners university, UB, UHI och UAH•Results and impact attained;The final product of the project is the AToM platform and four modules that allow prospective students to assess their skills and knowledge profile as compared to that desired for study on a master's programme. If needed the student is presented with a series of learning interventions designed to develop the required knowledge and skills. The content of each module spans subject knowledge and academic skills preparing the student for the master's programme and for transition to employment.The study material developed in this project are licensed as Open Educational Resources (OER) i.e. free to redistribute and use for public education.Three multiplier events was organized, one by each university. A poster and a leaflet presenting the project was designed and printed to be available at those events.

The central problem AMASS addresses is that the arts has not been harnessed to address societal challenges through comparative and European-wide Research Innovation Action (RIA), analysis, synthesis and policy development. This untapped potential of the arts undermines joint action between different artistic genres and geographic locations, and thus the advancement of the EU as a stronger global actor, the fostering of fundamental rights based on mutual trust and democratic change within the EU. The overall objective of the project is to address this European-wide lack of synthesis of the potential of the arts that can lead to generating alternative or unconventional solutions to societal challenges and policy development. The aims thus will be to discover and analyse the underpinning structures that influence the functioning of arts in societal challenges (specifically SC6) through arts-based RIA. The challenges addressed by AMASS are geopolitically oriented: the future of work in creative, cultural and other sectors; radical ideologies and extremism; societal polarisation and stratification; lack of civil society participation; populism; migration. Thus, this project will identify, explore, collate, evaluate and analyse existing and new innovative productions, experiments and case studies from the perspective and the physical positioning of the European countries “on the margins”. AMASS, which is located in Europe’s culturally often underserved Northern, Southern, Western and Eastern regions, will set up 5 experiments in these peripheries to investigate the educational effects of the STEAM model in integrating the arts with science through participatory and multidisciplinary approaches. This will be accomplished through technologically enabled visual expression and problem-based learning that will offer solutions to the geopolitical challenges, and policy recommendations and development that will foster inclusive, innovative and reflective societies.